Remaking The Educational Imagination

We document a set of artistic reconstructions of Elliot Eisner’s The Educational Imagination which took place during a graduate seminar in contemporary curriculum discourses. In this project, students and their instructor collaboratively explored The Educational Imagination as a site for an arts-based examination of knowing, identity, and textual authority. Participants created sculptural representations of the text. The sculptures functioned alternately as artworks and experimental places of learning, thus suggesting alternative practices by which the educational experience might be reimagined. In producing these textual/artistic reconstructions, participants created an intersubjective/interpersonal dialogue as they analyzed the educational, aesthetic, and ideological factors which shaped their thinking about curriculum as remade from Eisner’s text.

[1]  Beverly Daniel Tatum,et al.  Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race , 1997, Science.

[2]  W. Benjamin.  The work of art in the age of mechanical reproduction , 2018, A Museum Studies Approach to Heritage.

[3]  P. C. Phillips.  Positionings , 2006 .

[4]  Elliot W. Eisner,et al.  Arts-Based Educational Research , 2006 .

[5]  Dale D. Johnson,et al.  High Stakes: Poverty, Testing, and Failure in American Schools , 2005 .

[6]  E. Ellsworth.  Places of Learning: Media, Architecture, Pedagogy , 2004 .

[7]  William H. Schmidt,et al.  A Vision for Mathematics , 2004 .

[8]  J. Rajchman,et al.  The Deleuze Connections , 2000 .

[9]  Paulo Freire,et al.  Teachers As Cultural Workers: Letters To Those Who Dare Teach , 2018 .

[10]  Anna Neumann,et al.  Learning from Our Lives: Women, Research, and Autobiography in Education , 1997 .

[11]  Henry A. Giroux.  Pedagogy And The Politics Of Hope: Theory, Culture, And Schooling: A Critical Reader , 1997 .

[12]  W. K. George,et al.  University of Illinois at Urbana-Champain , 1997 .

[13]  Gordon M. Pradl.  Literature for Democracy: Reading as a Social Act , 1996 .

[14]  C. Becker.  The Subversive imagination : artists, society, and social responsibility , 1996 .

[15]  William F. Pinar.  Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses , 2006 .

[16]  M. Greene.  Releasing the Imagination: Essays on Education, the Arts, and Social Change. The Jossey-Bass Education Series. , 1995 .

[17]  P. Darbyshire.  Official knowledge: Democratic education in a conservative age , 1994 .

[18]  Hans Blumenberg,et al.  Modernity and the hegemony of vision , 1993 .

[19]  M. Volman,et al.  Getting Smart: Feminist Research and Pedagogy with/in the Postmodern , 1994 .

[20]  Janet L. Miller.  Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment , 1990 .

[21]  R. Duplessis.  The Pink Guitar: Writing as Feminist Practice , 1990 .

[22]  J. Kristeva,et al.  Étrangers à nous-mêmes , 1990 .

[23]  Madeleine R. Grumet.  Bitter Milk: Women and Teaching , 1988 .

[24]  Elizabeth L. Useem,et al.  The Struggle for the American Curriculum: 1893-1958 , 1987 .

[25]  E. Eisner.  The Educational Imagination: On the Design and Evaluation of School Programs Elliot W. Eisner New York: Macmillan, 1979. 293 pp, $15.95 , 1980 .

[26]  Maxine Greene,et al.  Landscapes of learning , 1978 .

[27]  P. Freire.  Education for Critical Consciousness , 1973 .

[28]  P. Berger,et al.  The Social Construction of Reality: A Treatise in the Sociology of Knowledge@@@The Invisible Religion: The Problem of Religion in Modern Society , 1968 .

[29]  P. Jackson.  Life in Classrooms , 1968 .

[30]  R. J. Saunders,et al.  The psychology of children's art , 1968 .

[31]  T. Kuhn,et al.  The Structure of Scientific Revolutions. , 1964 .

[32]  Raymond Williams,et al.  The Long Revolution , 1961 .

[33]  Howard Falk,et al.  The Technological Society , 1965 .

[34]  Karl Mannheim,et al.  Ideology and utopia : an introduction to the sociology of knowledge , 1938 .

[35]  J. Dewey.  Art as Experience , 1934 .